ELT365 · Day 211 — The Speaking–Writing Connection
Idea — Speaking and writing reinforce each other: speaking first generates ideas; writing consolidates language form. Both directions work. Example — Learners discuss a problem in…
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ELT365 · Day 209 — Reading Into Writing
Idea — Reading-into-writing tasks use a text as a model — learners read, analyse the structure, then produce their own version on a new topic. Example…
ReadELT365 · Day 206 — Low-Stakes Writing Tasks
Idea — Low-stakes tasks — exit tickets, quick reactions, informal lists — build writing confidence without the weight of a graded assignment. Example — ‘Write one…
ReadELT365 · Day 205 — Peer Feedback on Writing
Idea — Peer feedback builds critical reading skills in the responder and shows the writer how a real reader responds. It is not a shortcut. Example…
ReadELT365 · Day 203 — Cohesion in Writing
Idea — Cohesion is how a text holds together — through pronouns, synonyms, discourse markers, and reference chains. Without it, sentences are isolated facts. Example —…
ReadELT365 · Day 202 — Writing a Paragraph
Idea — A well-formed paragraph has a topic sentence, supporting evidence or detail, and a closing sentence. This structure transfers across genres. Example — Topic: ‘Commuting…
ReadELT365 · Day 198 — Planning a Piece of Writing
Idea — Planning before writing improves coherence and reduces mid-draft paralysis. Teaching learners to plan is itself a productive-skill lesson. Example — A mind map, a…
ReadELT365 · Day 197 — The Process Approach to Writing
Idea — Process writing treats writing as a cycle: plan, draft, revise, edit. The product is secondary to the thinking behind it. Example — Learners brainstorm,…
ReadELT365 · Day 167 — Multiple Choice — Writing Clean Distractors
Idea — Good multiple-choice distractors come from genuine misreadings, not random wrong answers. Each distractor should plausibly mislead a weak reader. Example — If the answer…
ReadELT365 · Day 165 — Writing a Detail Question
Idea — A good detail question targets specific, locatable information. The wrong answers must be plausible, not absurd. Example — ‘How many students passed the test?’…
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